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By adopting the Sustainable Development Goal 4 (SDG4), Cambodia has experienced various precarious progress and challenges in implementing inclusive education due to the rudimentary inclusion concept prevalent in the country. This chapter denotes updates on the progress of policy implementation, progress of inclusive education programmes by sub-sectors, progress of pre-service and in-service teacher training, and challenges of inclusion at school levels. Moreover, it deliberates the perspectives and implications of effective inclusion with a focus on policy support, teacher education reform, availability of data, and monitoring and evaluation paradigm to achieving Agenda 2030 in Cambodia.

This Chapter examined the development of sustainable road infrastructure in Ghana including transportation roads, and laws, regulations, and frameworks. The Ministry of Transport (MoT) and the Ministry of Roads and Highways (MRH) are responsible for the development of transportation infrastructure and related services. The Department of Urban Roads (DUR) is responsible for facilitating the movement of people, goods, and services and promoting economic and social development of urban regions. The Metropolitan and Municipal Assemblies established road centres to manage, construct, and maintain city roads, the Ghana Road Fund (GRF) was established to provide funding for the maintenance of Ghana’s road network, and the Koforidua Training Centre (KTC) was established in 2007 to provide management and project implementation staff with professional development and hands-on training. The current road length is 71,418 km, including 42,045 km of feeder roads, 14,873 km of trunk roads, and 14,500 km of urban roads. The budget for preventative maintenance is expected to rise year over year. Road infrastructure development (RID) can lead to positive societal outcomes, such as financial gains, employment opportunities, social support systems, equal rights for women and men, increased productivity, and less pollution, but it can also have unintended consequences such as deteriorating air and water quality, noise and vibration, soil erosion and sedimentation, disruption of essential services, confusion between drivers and pedestrians, changes to the landscape and habitat, and eminent domain takings. Environmental and social evaluations of development projects in Ghana must comply with several laws and regulations, and there is no unified sustainability policy or guideline in place to regulate the development of highway infrastructure projects. Resettlement is expected to help those who have been displaced by development initiatives and the Environmental Protection Agency Act of 1994 provides the authority to authorize facilities, set performance standards, and ensure compliance with standards and regulations. The Forestry Policy focusses on reducing deforestation and enhancing ecological and social commitment of forest areas, while the method for managing cultural property requires investigating and cataloguing damaged objects. Sector medium-term development plan (SMTDP) provides solutions for enhanced RID access, while the strategic environmental assessment (SEA) incorporates ecological factors into the Ghana Integrated Transport Plan. The resettlement policy framework (RPF) coordinates laws, rules, and procedures to manage road infrastructure projects and establishes criteria for determining eligibility and entitlement. The Directorate of Policy and Planning of the MRH is responsible for managing road safety and the environment, while the Directorate of Monitoring and Evaluation oversees Monitoring and Evaluation of road projects. The Ghana Highway Authority’s (GHA) four-person Road Safety and Environmental Management Unit (EMU) is responsible for addressing social and environmental issues associated with the feeder roads zone. Sustainable development (SD) has not received much attention from the Ghanaian government, with state-owned institutions prioritizing economic growth over social benefits and environmental preservation. Local governments should include a sustainability framework in their strategic planning for the successful execution of sustainable projects.

This chapter concludes the book by addressing the complexities and challenges associated with smart cities. Despite the widespread enthusiasm and progressive policies surrounding smart cities, navigating this world remains a desirable yet complex challenge. Drawing on existing literature, this final chapter serves as a synthesis of the key points covered throughout the book and offers practical guidelines for navigating the landscape of smart cities. This chapter provides valuable tips and insights for both citizens and policymakers, recognizing their pivotal roles in shaping the future of smart cities. Additionally, it delves into the current challenges faced by smart city initiatives and discusses potential future directions. Emphasizing the need for ongoing adaptation and innovation, this chapter highlights the importance of overcoming obstacles and capitalizing on opportunities in the rapidly evolving digital age. By offering a comprehensive overview and practical recommendations, this chapter aims to equip readers with the knowledge and tools to navigate the complexities of smart cities effectively. It concludes the book on a forward-looking note, emphasizing the dynamic nature of smart city development and the continuous need for adaptation and innovation.

The research is based on the analysis of recent experiences of participative processes in the reuse and maintenance of contexts considered as “urban waste,” focusing on their role in smart sustainable development processes. The recognition of discarded urban spaces/buildings as regeneration opportunities opens up new perspectives on the communities’ commitments and responsibilities, in new governance models. These experiences, better known as “commons,” highlight the active role of communities in establishing new unconventional forms of value creation and production based on circular processes and interdependences between city and communities. Circularization and synergies are the fundamental precondition for smart sustainable development. Assuming the Historic Urban Landscape (HUL) approach as general framework, the phenomenon of commons represents an opportunity to make it operational through an integrated methodology based on the recovery of the environment built according to an inclusive and hybrid approach, configured by culture and shared with local communities. In this perspective, this contribution proposes an evaluation framework not only to monitor the results and impacts produced by these experiences, but also to stimulate and improve awareness, self-learning and self-evaluation processes of the actors involved in regeneration processes toward a smart sustainable development.

This chapter presents empirical results of an analysis of the content of education reform globally in nine policy areas during the recent wave of neoliberal reforms between 1970 and 2018. It draws on data from the World Education Reform Database (WERD), the most comprehensive database to date of education reforms around the world. The results show a dramatic increase in policy reform discourse on improving educational quality compared to reforms in other policy areas between 1970 and 2018, with the pace accelerating from 1990 onwards. Expanding access to education remains an important priority. Access reform discourse slightly increases during the peak period of education reform from 1992 to 2009, before leveling off. The results also show a significant rise of reforms in policy areas related to accountability discourse. Overall, the descriptive trends presented in this chapter complement case study literature on neoliberal education reform and suggests directions further cross-national research.

Europe is comprised of geographically and politically diverse countries, with different cultures and languages, at different stages in their progress towards achieving inclusive education for diverse ranges of learners. This chapter discusses cross-country collaborative work conducted within the European Agency for Special Needs and Inclusive Education. The work supports countries in meeting commitments to Sustainable Development Goals in Quality Education, by developing and implementing more inclusive education systems. This collaborative approach is based on a shared vision and evidenced-based key principles to guide policy development. It highlights the challenges alongside the progress achieved in European Country contexts towards SDG 4 targets.

This chapter maps out and provides a rapid assessment of, the successes and shortcomings of key national interventions on youth employment in South Africa. It focuses on programmes intended for young people aged 15–34 years of age, considering the specific needs of 15–24 year olds as compared 25–34 year olds and the particular needs of young women, youth with different educational qualifications, youth from the rural areas, youth with disabilities as well as youth from varied socio-economic backgrounds and social issues. The conceptual framework underpinning this chapter informs the way in which the data has been categorised and analysed. The framework is underpinned by a core assumption, that, while unemployment is a national challenge in South Africa, there are particular challenges that specifically affect youth. This requires a youth employment strategy that addresses the needs of different cohorts of young people and specifically addresses the myriad of ways in which young people transition into the labour market. The chapter further proposes that we need to understand that enabling successful Labour Market Transitions necessitate a strategy that can overcome ‘failures’ with respect to both supply and demand as well as ‘failures’ of alignment between supply and demand.

Scholars have pointed out the need for improvement and refinement in public management research, also depending on the role of public administration for sustainable development. Because government organizations employ a substantial portion of the workforce, management practices in the public sector are critical areas for designing, implementing and delivering policies that can achieve the goals set forth in the 2030 Agenda for Sustainable Development. For these purposes, and in implementation of the Next Generation EU (NGEU) programme, Italy recently launched an ambitious National Recovery and Resilience Plan (NRRP) which includes, among other things, upskilling goals for staff employed, following the modernization process that has involved the Italian public sector in the last decades, with the Decree n. 150/2009. Aiming both to understand the extent of the application of the reform and to answer some basic questions (why, what and how) concerning Individual Performance Appraisal Systems (IPAS), we conducted a content analysis on the 220 documents already produced by the Italian Ministries. The study has been conducted in two different steps of the reform process and provides solid evidence of the reforms' effects on designing and implementing individual performance systems. The analyzed documents reveal no longer-term vision in implementing the IPAS that involves some critical performance management utilities such as training, development, fair pay and deployment of employees, raising new questions about a sustainable approach to the individual performance management process even in public organizations.